Mary RogersFollow

Date

12-2015

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Constance Pearson

Keywords

Community Engagement, Developmental Perspectives, Educational Attitudes, Middle School, Multi-Dimensional Assessment, Tennessee Comprehensive Assessment Program (TCAP)

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology

Abstract

The purpose of this correlational study was to test how accurately end of the year achievement scores can be predicted by using the seven dimensions of the Multi-Dimensional Assessment in the seventh grade language arts classroom in a southeastern Tennessee school district. The predictor variables were the seven dimensions of the MDA: community engagement, curriculum expectations, developmental perspectives, educational attitudes, faculty fidelity, leadership potential, and school climate. The criterion variable of interest, academic achievement, was generally defined as scores made on the Tennessee Department of Education state mandated test for seventh grade in reading/language arts, the Tennessee Comprehensive Assessment Program (TCAP). The research examined 265 student responses to the Multi-Dimensional Assessment given to seventh grade students in their language arts classes. A statistical positive correlation was found with developmental perspectives and educational attitudes and a negative correlation was found with community engagement of the MDA. The findings of this study allow educators to prioritize their focus on the non-academic components of education. The results assure educators that their focus on students’ affective dimensions will show through standardized test scores. Future research in this area should include additional subject areas and grade levels. The data analysis chosen for this research study was the multiple regression.

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